The 31 Literary Devices You Must Know

The 31 Literary Devices You Must Know SAT / ACT Prep Online Guides and Tips Need to analyze The Scarlet Letter or To Kill a Mockingbird for English class, but fumbling for the right vocabulary and concepts for literary devices? You’ve come to the right place. To successfully interpret and analyze literary texts, you’ll first need to have a solid foundation in literary terms and their definitions. In this article, we'll help you get familiar with most commonly used literary devices in prose and poetry. We'll give you a clear definition of each of the terms we discuss along with examples of literary elements and the context in which they most often appear (comedic writing, drama, or other). Before we get to the list of literary devices, however, we have a quick refresher on what literary devices are and how understanding them will help you analyze works of literature. What Are Literary Devices and Why Should You Know Them? Literary devices are techniques that writers use to create a special and pointed effect in their writing, to convey information, or to help readers understand their writing on a deeper level. Often, literary devices are used in writing for emphasis or clarity. Authors will also use literary devices to get readers to connect more strongly with either a story as a whole or specific characters or themes. So why is it important to know different literary devices and terms? Aside from helping you get good grades on your literary analysis homework, there are several benefits to knowing the techniques authors commonly use. Being able to identify when different literary techniques are being used helps you understand the motivation behind the author's choices. For example, being able to identify symbols in a story can help you figure out why the author might have chosen to insert these focal points and what these might suggest in regard to her attitude toward certain characters, plot points, and events. In addition, being able to identify literary devices can make a written work's overall meaning or purpose clearer to you. For instance, let's say you're planning to read (or re-read) The Lion, the Witch, and the Wardrobe by C.S. Lewis. By knowing that this particular book is a religious allegory with references to Christ (represented by the character Aslan) and Judas (represented by Edmund), it will be clearer to you why Lewis uses certain language to describe certain characters and why certain events happen the way they do. Finally, literary techniques are important to know because they make texts more interesting and more fun to read. If you were to read a novel without knowing any literary devices, chances are you wouldn't be able to detect many of the layers of meaning interwoven into the story via different techniques. Now that we've gone over why you should spend some time learning literary devices, let's take a look at some of the most important literary elements to know. List of Literary Devices: 31 Literary Terms You Should Know Below is a list of literary devices, most of which you’ll often come across in both prose and poetry. We explain what each literary term is and give you an example of how it's used. This literary elements list is arranged in alphabetical order. Allegory An allegory is a story that is used to represent a more general message about real-life (historical) issues and/or events. It is typically an entire book, novel, play, etc. Example: George Orwell’s dystopian book Animal Farm is an allegory for the events preceding the Russian Revolution and the Stalinist era in early 20th century Russia. In the story, animals on a farm practice animalism, which is essentially communism. Many characters correspond to actual historical figures: Old Major represents both the founder of communism Karl Marx and the Russian communist leader Vladimir Lenin; the farmer, Mr. Jones, is the Russian Czar; the boar Napoleon stands for Joseph Stalin; and the pig Snowball represents Leon Trotsky. Alliteration Alliteration is a series of words or phrases that all (or almost all) start with the same sound. These sounds are typically consonants to give more stress to that syllable. You’ll often come across alliteration in poetry, titles of books and poems (Jane Austen is a fan of this device, for example- just look at Pride and Prejudice and Sense and Sensibility), and tongue twisters. Example: "Peter Piper picked a peck of pickled peppers." In this tongue twister, the "p" sound is repeated at the beginning of all major words. Allusion Allusion is when an author makes an indirect reference to a figure, place, event, or idea originating from outside the text. Many allusions make reference to previous works of literature or art. Example: "Stop acting so smart- it’s not like you’re Einstein or something." This is an allusion to the famous real-life theoretical physicist Albert Einstein. Anachronism An anachronism occurs when there is an (intentional) error in the chronology or timeline of a text. This could be a character who appears in a different time period than when he actually lived, or a technology that appears before it was invented. Anachronisms are often used for comedic effect. Example: A Renaissance king who says, "That’s dope, dude!" would be an anachronism, since this type of language is very modern and not actually from the Renaissance period. Anaphora Anaphora is when a word or phrase is repeated at the beginning of multiple sentences throughout a piece of writing. It's used to emphasize the repeated phrase and evoke strong feelings in the audience. Example: A famous example of anaphora is Winston Churchill's "We Shall Fight on the Beaches" speech. Throughout this speech, he repeats the phrase "we shall fight" while listing numerous places where the British army will continue battling during WWII. He did this to rally both troops and the British people and to give them confidence that they would still win the war. Anthropomorphism An anthropomorphism occurs when something nonhuman, such as an animal, place, or inanimate object, behaves in a human-like way. Example: Children's cartoons have many examples of anthropomorphism. For example, Mickey and Minnie Mouse can speak, wear clothes, sing, dance, drive cars, etc. Real mice can't do any of these things, but the two mouse characters behave much more like humans than mice. Asyndeton Asyndeton is when the writer leaves out conjunctions (such as "and," "or," "but," and "for") in a group of words or phrases so that the meaning of the phrase or sentence is emphasized. It is often used for speeches since sentences containing asyndeton can have a powerful, memorable rhythm. Example: Abraham Lincoln ends the Gettysburg Address with the phrase "...and that government of the people, by the people, for the people shall not perish from the Earth." By leaving out certain conjunctions, he ends the speech on a more powerful, melodic note. Colloquialism Colloquialism is the use of informal language and slang. It's often used by authors to lend a sense of realism to their characters and dialogue. Forms of colloquialism include words, phrases, and contractions that aren't real words (such as "gonna" and "ain’t"). Example: "Hey, what’s up, man?" This piece of dialogue is an example of a colloquialism, since it uses common everyday words and phrases, namely "what’s up" and "man." Epigraph An epigraph is when an author inserts a famous quotation, poem, song, or other short passage or text at the beginning of a larger text (e.g., a book, chapter, etc.). An epigraph is typically written by a different writer (with credit given) and used as a way to introduce overarching themes or messages in the work. Some pieces of literature, such as Herman Melville’s 1851 novel Moby-Dick, incorporate multiple epigraphs throughout. Example: At the beginning of Ernest Hemingway’s book The Sun Also Rises is an epigraph that consists of a quotation from poet Gertrude Stein, which reads, "You are all a lost generation," and a passage from the Bible. Epistrophe Epistrophe is similar to anaphora, but in this case, the repeated word or phrase appears at the end of successive statements. Like anaphora, it is used to evoke an emotional response from the audience. Example: In Lyndon B. Johnson's speech, "The American Promise," he repeats the word "problem" in a use of epistrophe: "There is no Negro problem. There is no Southern problem. There is no Northern problem. There is only an American problem." Hemingway, deep in thought about what quotation to choose for his epigraph. Euphemism A euphemism is when a more mild or indirect word or expression is used in place of another word or phrase that is considered harsh, blunt, vulgar, or unpleasant. Example: "I’m so sorry, but he didn’t make it." The phrase "didn’t make it" is a more polite and less blunt way of saying that someone has died. Flashback A flashback is an interruption in a narrative that depicts events that have already occurred, either before the present time or before the time at which the narration takes place. This device is often used to give the reader more background information and details about specific characters, events, plot points, and so on. Example: Most of the novel Wuthering Heights by Emily Brontà « is a flashback from the point of view of the housekeeper, Nelly Dean, as she engages in a conversation with a visitor named Lockwood. In this story, Nelly narrates Catherine Earnshaw's and Heathcliff's childhoods, the pair's budding romance, and their tragic demise. Foreshadowing Foreshadowing is when an author indirectly hints at- through things such as dialogue, description, or characters’ actions- what’s to come later on in the story. This device is often used to introduce tension to a narrative. Example: Say you’re reading a fictionalized account of Amelia Earhart. Before she embarks on her (what we know to be unfortunate) plane ride, a friend says to her, "Be safe. Wouldn’t want you getting lost- or worse." This line would be an example of foreshadowing because it implies that something bad ("or worse") will happen to Earhart. Hyperbole Hyperbole is an exaggerated statement that's not meant to be taken literally by the reader. It is often used for comedic effect and/or emphasis. Example: "I’m so hungry I could eat a horse." The speaker will not literally eat an entire horse (and most likely couldn’t), but this hyperbole emphasizes how starved the speaker feels. Imagery Imagery is when an author describes a scene, thing, or idea so that it appeals to our senses (taste, smell, sight, touch, or hearing). This device is often used to help the reader clearly visualize parts of the story by creating a strong mental picture. Example: Here’s an example of imagery taken from William Wordsworth’s famous poem "I Wandered Lonely as a Cloud": When all at once I saw a crowd,A host of golden Daffodils;Beside the Lake, beneath the trees,Fluttering and dancing in the breeze. Irony Irony is when a statement is used to express an opposite meaning than the one literally expressed by it. There are three types of irony in literature: Verbal irony: When someone says something but means the opposite (similar to sarcasm). Situational irony: When something happens that's the opposite of what was expected or intended to happen. Dramatic irony: When the audience is aware of the true intentions or outcomes, while the characters are not. As a result, certain actions and/or events take on different meanings for the audience than they do for the characters involved. Examples: Verbal irony: One example of this type of irony can be found in Edgar Allan Poe’s "The Cask of Amontillado." In this short story, a man named Montresor plans to get revenge on another man named Fortunato. As they toast, Montresor says, "And I, Fortunato- I drink to your long life." This statement is ironic because we the readers already know by this point that Montresor plans to kill Fortunato. Situational irony: A girl wakes up late for school and quickly rushes to get there. As soon as she arrives, though, she realizes that it’s Saturday and there is no school. Dramatic irony: In William Shakespeare's Romeo and Juliet, Romeo commits suicide in order to be with Juliet; however, the audience (unlike poor Romeo) knows that Juliet is not actually dead- just asleep. Poe was a fan of irony- and ravens. Juxtaposition Juxtaposition is the comparing and contrasting of two or more different (usually opposite) ideas, characters, objects, etc. This literary device is often used to help create a clearer picture of the characteristics of one object or idea by comparing it with those of another. Example: One of the most famous literary examples of juxtaposition is the opening passage from Charles Dickens’ novel A Tale of Two Cities: "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair †¦" Malapropism Malapropism happens when an incorrect word is used in place of a word that has a similar sound. This misuse of the word typically results in a statement that is both nonsensical and humorous; as a result, this device is commonly used in comedic writing. Example: "I just can't wait to dance the flamingo!" Here, a character has accidentally called the flamenco (a type of dance) the flamingo (an animal). Metaphor/Simile Metaphors are when ideas, actions, or objects are described in non-literal terms. In short, it’s when an author compares one thing to another. The two things being described usually share something in common but are unalike in all other respects. A simile is a type of metaphor in which an object, idea, character, action, etc., is compared to another thing using the words "as" or "like." Both metaphors and similes are often used in writing for clarity or emphasis. Examples: "What light through yonder window breaks? It is the east, and Juliet is the sun." In this line from Romeo and Juliet, Romeo compares Juliet to the sun. However, because Romeo doesn’t use the words "as" or "like," it is not a simile- just a metaphor. "She is as vicious as a lion." Since this statement uses the word "as" to make a comparison between "she" and "a lion," it is a simile. Metonym A metonym is when a related word or phrase is substituted for the actual thing to which it's referring. This device is usually used for poetic or rhetorical effect. Example: "The pen is mightier than the sword." This statement, which was coined by Edward Bulwer-Lytton in 1839, contains two examples of metonymy: "the pen" refers to "the written word," and "the sword" refers to "military force/violence." Mood Mood is the general feeling the writer wants the audience to have. The writer can achieve this through description, setting, dialogue, and word choice. Example: Here's a passage from J.R.R. Tolkien's The Hobbit: "It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with panelled walls, and floors tiled and carpeted, provided with polished chairs, and lots and lots of pegs for hats and coats the hobbit was fond of visitors." In this passage, Tolkien uses detailed description to set create a cozy, comforting mood. From the writing, you can see that the hobbit's home is well-cared for and designed to provide comfort. Onomatopoeia Onomatopoeia is a word (or group of words) that represents a sound and actually resembles or imitates the sound it stands for. It is often used for dramatic, realistic, or poetic effect. Examples: Buzz, boom, chirp, creak, sizzle, zoom, etc. Oxymoron An oxymoron is a combination of two words that, together, express a contradictory meaning. This device is often used for emphasis, for humor, to create tension, or to illustrate a paradox (see next entry for more information on paradoxes). Examples: Deafening silence, organized chaos, cruelly kind, insanely logical, etc. The Penrose stairs = a classic example of a paradox. Are they going up or down?! Paradox A paradox is a statement that appears illogical or self-contradictory but, upon investigation, might actually be true or plausible. Note that a paradox is different from an oxymoron: a paradox is an entire phrase or sentence, whereas an oxymoron is a combination of just two words. Example: Here's a famous paradoxical sentence: "This statement is false." If the statement is true, then it isn’t actually false (as it suggests). But if it’s false, then the statement is true! Thus, this statement is a paradox because it is both true and false at the same time. Personification Personification is when a nonhuman figure or other abstract concept or element is described as having human-like qualities or characteristics. (Unlike anthropomorphism where non-human figures become human-like characters, with personification, the object/figure is simply described as being human-like.) Personification is used to help the reader create a clearer mental picture of the scene or object being described. Example: "The wind moaned, beckoning me to come outside." In this example, the wind- a nonhuman element- is being described as if it is human (it "moans" and "beckons"). Repetition Repetition is when a word or phrase is written multiple times, usually for the purpose of emphasis. It is often used in poetry (for purposes of rhythm as well). Example: When Lin-Manuel Miranda, who wrote the score for the hit musical Hamilton, gave his speech at the 2016 Tony’s, he recited a poem he’d written that included the following line: And love is love is love is love is love is love is love is love cannot be killed or swept aside. Satire Satire is genre of writing that criticizes something, such as a person, behavior, belief, government, or society. Satire often employs irony, humor, and hyperbole to make its point. Example: The Onion is a satirical newspaper and digital media company. It uses satire to parody common news features such as opinion columns, editorial cartoons, and click bait headlines. Soliloquy A type of monologue that's often used in dramas, a soliloquy is when a character speaks aloud to himself (and to the audience), thereby revealing his inner thoughts and feelings. Example: In Romeo and Juliet, Juliet’s speech on the balcony that begins with, "O Romeo, Romeo! Wherefore art thou Romeo?" is a soliloquy, as she is speaking aloud to herself (remember that she doesn't realize Romeo's there listening!). Symbolism Symbolism refers to the use of an object, figure, event, situation, or other idea in a written work to represent something else- typically a broader message or deeper meaning that differs from its literal meaning. The things used for symbolism are called "symbols," and they’ll often appear multiple times throughout a text, sometimes changing in meaning as the plot progresses. Example: In F. Scott Fitzgerald’s 1925 novel The Great Gatsby, the green light that sits across from Gatsby’s mansion symbolizes Gatsby’s hopes and dreams. Synecdoche A synecdoche is a literary device in which part of something is used to represent the whole, or vice versa. It's similar to a metonym (see above); however, a metonym doesn't have to represent the whole- just something associated with the word used. Example: "Help me out, I need some hands!" In this case, "hands" is being used to refer to people (the whole human, essentially). Tone While mood is what the audience is supposed to feel, tone isthe writer or narrator's attitude towards a subject. A good writer will always want the audience to feel the mood they're trying to evoke, but the audience may not always agree with the narrator's tone, especially if the narrator is an unsympathetic character or has viewpoints that differ from those of the reader. Example: In an essay disdaining Americans and some of the sites they visit as tourists, Rudyard Kipling begins with the line, "Today I am in the Yellowstone Park, and I wish I were dead." If you enjoy Yellowstone and/or national parks, you may not agree with the author's tone in this piece. Time to become your own Sherlock Holmes! How to Identify and Analyze Literary Devices: 4 Tips In order to fully interpret pieces of literature, you have to understand a lot about literary devices in the texts you read. Here are our top tips for identifying and analyzing different literary techniques: Tip 1: Read Closely and Carefully First off, you’ll need to make sure that you’re reading very carefully. Resist the temptation to skim or skip any sections of the text. If you do this, you might miss some literary devices being used and, as a result, will be unable to accurately interpret the text. If there are any passages in the work that make you feel especially emotional, curious, intrigued, or just plain interested, check that area again for any literary devices at play. It’s also a good idea to reread any parts you thought were confusing or that you didn't totally understand on a first read-through. Doing this ensures that you have a solid grasp of the passage (and text as a whole) and will be able to analyze it appropriately. Tip 2: Memorize Common Literary Terms You won’t be able to identify literary elements in texts if you don’t know what they are or how they’re used, so spend some time memorizing the literary elements list above. Knowing these (and how they look in writing) will allow you to more easily pinpoint these techniques in various types of written works. Tip 3: Know the Author’s Intended Audience Knowing what kind of audience an author intended her work to have can help you figure out what types of literary devices might be at play. For example, if you were trying to analyze a children’s book, you'd want to be on the lookout for child-appropriate devices, such as repetition and alliteration. Tip 4: Take Notes and Bookmark Key Passages and Pages This is one of the most important tips to know, especially if you're reading and analyzing works for English class. As you read, take notes on the work in a notebook or on a computer. Write down any passages, paragraphs, conversations, descriptions, etc., that jump out at you or that contain a literary device you were able to identify. You can also take notes directly in the book, if possible (but don’t do this if you’re borrowing a book from the library!). I recommend circling keywords and important phrases, as well as starring interesting or particularly effective passages and paragraphs. Lastly, use sticky notes or post-its to bookmark pages that are interesting to you or that have some kind of notable literary device. This will help you go back to them later should you need to revisit some of what you’ve found for a paper you plan to write. What’s Next? Looking for more in-depth explorations and examples of literary devices? Join us as we delve into imagery, personification, rhetorical devices, tone words and mood, and different points of view in literature, as well as some more poetry-specific terms like assonance and iambic pentameter. Reading The Great Gatsby for class or even just for fun? Then you'll definitely want to check out our expert guides on the biggest themes in this classic book, from love and relationships to money and materialism. Got questions about Arthur Miller's The Crucible? Read our in-depth articles to learn about the most important themes in this play and get a complete rundown of all the characters. For more information on your favorite works of literature, take a look at our collection of high-quality book guides and our guide to the 9 literary elements that appear in every story! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Environmental Impacts of Bottled Water Research Proposal

Environmental Impacts of Bottled Water - Research Proposal Example From this discussion it is clear that there are concerns on its implications for the environment, such as the effects on water resources, pollution, energy supplies, and health. For example, the plastic bottle waste is disposable to the open environment and involves the use of fossil fuels that pollute the environment. The research paper aims to determine the negative implications of bottled water for the environment to encourage the development of appropriate and adequate interventions to preserve the environment. It will explore several areas including implications for water resources, health, waste disposal,pollution, energy security, and interventions applied. The research findingswould be relevant to environmental conservation agencies, governments and other stakeholders all over the world.  The research objectives will be achieved by developing questions that will guide in execution, data collections, and other parts of the study. The questions will help in determining the kind of data collected for the purposes of analysis and discussion findings.  Several negative consequences for the bottled water industry are expected out of the research. The data collected using the research question would show an alarming increasing trend of bottle water in the U.S and the whole world.Secondly, the bottled water is sourced from natural resources and involves wastages that lead to over-exploitation. Thirdly, plastic bottles are made from fossil fuels and increased use leads to a huge carbon footprint.

Essentials for Sport and Exercise Science Essay - 1

Essentials for Sport and Exercise Science - Essay Example BMI is determining factor of fatness in the body. Age 16-25 usually have fewer fats because their cells have the stronger ability to burn down excess fats and converting that fat to energy. Within this age, the bracket is where total body activity is taking place. Allot of vigorous exercises are performed allowing multiple cell division resulting in low fat. The age bracket 25-40, it is where cell division and cell multiplication rate is almost at the bar. Due to this the fat level in the body tends to be higher considering the fact that they have minimal exercise, conversion of fat into energy is slower and reduced body activity. Age 41-55 is the most dangerous are in terms of fat accumulation. Less or no cell division and the rate of cells dying are high. Limited body exercise is experienced in this stage; conversion of fat to energy rate is no more and the aging factor. The age bracket that body fat is high. The analysis selected and made use of a number of 14 swimmers who underwent moderate training. Maximum uptake (VO2max) of the oxygen was utilized to judge the fitness of the player. The examination approach was a utility of a standard increases using a cycle ergometer. The data utilised a standard deviation for the age, mass and height to be 33.01+/-6 year, 67.2+/- 3 kg, and 167.2+/- cm respectively. The regular participation in their sports activities was also considered in selecting them. Moreover, their training frequency was put to be at 3-5 m distance covered. The reason for the present study was to discover whether execution in swimmers could be enhanced by a week of beetroot juice supplementation. Results demonstrate that beetroot juice supplementation diminished vigorous vitality expense of swimming at the submaximal workload, as indicated by the decreased AEC at anaerobic limit found in the present examination. This finding is in concurrence with past examination demonstrating that

Diabetes Mellitus Among Filipinos Philippines Health And Social Care Essay

Diabetes Mellitus Among Filipinos Philippines Health And Social Care Essay Most of us just heard about diabetes but how much do we know about it. The thing that we only know that many people does have diabetes mellitus, and most of them are Filipinos. There Mellitus are more than 300,000 Filipinos who suffer from Diabetes Mellitus. In the United States, there are about 16 million diabetics and about 1800 new cases are diagnosed each year. Type I Diabetes, used to be called Juvenile Diabetes, is insulin-dependent (the persons pancreas does not produce insulin), meaning insulin injection is needed to treat the condition. It is medically known as IDDM (Insulin). Dependent Diabetes Mellitus, most commonly among persons younger than 30 years old associated obesity is not common. It accounts for 5 to 10% of all diabetics. Type II Diabetes is NIDDM (Non-Insulin Dependent Diabetes Melllitus), which can be treated by pills (sulfonyl ureas, antihyperglycemic drugs) rather than insulin, most commonly found Diabetes those who are older than 30, and associated obesity i s frequent. It accounts for majority (90 to 95%) of diabetics. The third type is Gestational Diabetes. Diabetes mellitus is a condition in which the pancreas no longer produces enough insulin or cells stop responding to the insulin that is produced, so that glucose in the blood cannot be absorbed into the cells of the body. Symptoms include frequent urination, lethargy, excessive thirst, and hunger. The treatment includes changes in diet, oral medications, and in some cases, daily injections of insulin. The most common form of diabetes is Type II, It is sometimes called age-onset or adult-onset diabetes, and this form of diabetes occurs most often in people who are overweight and who do not exercise. Type II is considered a milder form of diabetes because of its slow onset (sometimes developing over the course of several years) and because it usually can be controlled with diet and oral medication. The consequences of uncontrolled and untreated Type II diabetes, however, are the just as serious as those for Type I. This form is also called noninsulin-dependent diabetes, a term that is somewhat misleading. Many people with Type II diabetes can control the condition with diet and oral medications, however, insulin injections are sometimes necessary if treatment with diet and oral medication is not working. The causes of diabetes mellitus are unclear, however, there seem to be both hereditary (genetic factors passed on in families) and environmental factors involved. Research has shown that some people who develop diabetes have common genetic markers. In Type I diabetes, the immune system, the bodys defense system against infection, is believed to be triggered by a virus or another microorganism that destroys cells in the pancreas that produce insulin. In Type II diabetes, age, obesity, and family history of diabetes play a role. In Type II diabetes, the pancreas may produce enough insulin, however, cells have become resistant to the insulin produced and it may not work as effectively. Symptoms of Type II diabetes can begin so gradually that a person may not know that he or she has it. Early signs are lethargy, extreme thirst, and frequent urination. Other symptoms may include sudden weight loss, slow wound healing, urinary tract infections, gum disease, or blurred vision. It is not unusual for Type II diabetes to be detected while a patient is seeing a doctor about another health concern that is actually being caused by the yet undiagnosed diabetes. Education is the Cornerstone of Diabetic Therapy said by World Health Organization. We will try to see and enumerate in this study the dominance of Diabetes Mellitus Among Filipinos in the Philippines. B. Statement of the Problem The research aims to know the dominance of diabetes Mellitus and the different factors that affect a person specifically, the study sought to answer the following questions: Specifically the study sought to answer the following: How prevalent is the diabetes mellitus? Which type of diabetes is most common among Filipinos? Is diabetes hereditary? What are the signs and symptoms of Diabetes Mellitus that occurs to all diabetic Filipinos? What are the things that can be done to treat Diabetes? C. Hypothesis There is very huge number of diabetic people and they are continuing to grow even more larger as expected, due to the different factors related to the illness. D. Significance of the Study The study is important for several reasons. Goverment officials of the Philippine Republic. The government officials will eventually know that one of the disease that kills a person is diabetes, and for them to give importance in giving a prioritize fund about it. Nursing Students. The students will realize the importance of taking good care of their self, especially their eating habits which is the most common reason of having Diabetes. Parents. The study will serve as guide to parents on how to manage the proper diet for their family knowing the study of diabetes Mellitus. Future Researchers. The research paper will help them to more about it in a concrete way. So that, they will be able to conduct a more efficient research on this. E. Scope and Delimitation The study aims to determine the dominance of diabetes among Filipinos here in the Philippines. Furthermore, this research explored the statistics of Filipinos who have Diabetes Mellitus. Diabetic Filipinos in Philippines are the only concerned population and it is limited to the study of Diabetes Mellitus. F. Materials and Methods G. Definition of Terms In order to have a clear view of the problem in this study, some terms considered relevant to the study have been made defined. Diabetes Mellitus. Often referred to simply as diabetes (Ancient Greek: ÃŽÂ ´ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ²ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ to pass through), is a syndrome of disordered metabolism, usually due to a combination of hereditary and environmental causes, resulting in abnormally high blood sugar levels (hyperglycemia). Diabetes type 1. Is usually diagnosed in children and young adults, and was previously known as juvenile diabetes. In type 1 diabetes, the body does not produce insulin. Insulin is a hormone that is needed to convert sugar (glucose), starches and other food into energy needed for daily life. Insulin. A polypeptide hormone secreted by the islets of Langerhans and functioning in the regulation of the metabolism of carbohydrates and fats, especially the conversion of glucose to glycogen, which lowers the blood glucose level. Any of various pharmaceutical preparations containing this hormone that are derived from the pancreas of certain animals or produced through genetic engineering and are used in the medical treatment and management of diabetes mellitus Sulfonylurea. Any of a group of hypoglycemic drugs, such as tolbutamide, that act on the beta cells of the pancreas to increase the secretion of insulin. Anti-hyperglycemic Drug. A drug that helps to move out of the system the presence of an abnormally high concentration of glucose in the blood. Gestational Diabetes. is a condition in which women without previously diagnosed diabetes exhibit high blood glucose levels during pregnancy. Microorganism. An organism of microscopic or submicroscopic size, especially a bacterium or protozoan. Pancreas. Secretes hormones that affect the level of sugar in the blood. These cells secrete: Glucagon-raises the level of glucose (sugar) in the blood Insulin-stimulates cells to use glucose Somatostatin-may regulate the secretion of glucagons and insulin. Hereditary. Transmitted or capable of being transmitted genetically from parent to offspring: a hereditary disease. E.g. Diabetes Mellitus. Lethargy. abnormal drowsiness : the quality or state of being lazy, sluggish, or indifferent. Chapter 2 Related Literature Many people are diagnose to have diabetes mellitus and there are also many people who didnt know that they have diabetes. The extent of its disease In Filipinos is really big. Prevalence of Diabetes Mellitus among Filipinos Different statistic has been laid out by different people at different time. Administration [1] Four point one (4.1%) of Filipinos have diabetes mellitus. At the current estimate of the population, this means 2.5 million Filipinos with diabetes, with perhaps an equal number which remain undiagnosed. Administration [2] The health care Indicator statistics of the Department of Health has found that diabetes is the ninth leading cause of death in the Philippines, affecting 1 out of 25 Filipinos. As estimated 3.36 Million Filipinos are affected by the disease today. Leading cause of mortality by sex, number, rate/100,000 population and percentage Philippines, 2003.Diabtes Mellitus, Male-6,823, Females-7,373, number, rate-17.5% and a percentage of 3.6.This number is expected to rise to about 8 million after 20 years. Types of Diabetes most common among Filipinos Gonzales [3] There are two main types of diabetes mellitus: type 1 and type 2. There are several other specific types, but they occur rarely. There is also a type of diabetes, gestational diabetes mellitus that occurs during pregnancy. In this type of diabetes, the abnormality in sugar metabolism usually disappears after delivery although women who develop this condition are at a higher risk (30-60 percent) of developing diabetes later in life. Type 1 diabetes, which accounts for about five to 10 percent of all cases of diabetes, is an autoimmune disease. An autoimmune disease results when the body s defense system (immune system) against infection and other foreign substances turns awry and attacks the bodys own cells.Type 2 diabetes the type that afflicts your partner is the most common form of diabetes. It accounts for about 90-95 percent of all cases of diabetes mellitus. Initially, people diagnosed with this type of diabetes produce enough insulin, but for unknown reasons, the cells do not respond appropriately to it. Subsequently, over a period of years, insulin production by the pancreas decreases. Diabetes a Hereditary Gonzales [ 3] The risk of a person with a parent with type 2 diabetes of developing diabetes is about 15 percent if the parent was diagnosed before age 50 (as in the case of your husband) and seven to eight percent if the parent was diagnosed after age 50. If both parents have type 2 diabetes, the probability is about 40 percent. Signs And Symptoms of Diabetes Mellitus Manzella [4] Signs and symptoms of Diabetes Mellitus: Frequent trips to the bathroom, Unquenchable Thirst, Losing Weight Without Trying, Weakness and Fatigue, Tingling or Numbness in Your Hands, Legs or Feet, and Blurred vision, skin that is dry or itchy, frequent infections or cuts and bruises that take a long time to heal are also signs that something is amiss. Things done that leads to a better health even you have Diabetes. Administration [5] There is currently no cure for diabetes Mellitus. Diet, exercise, and careful monitoring of blood glucose levels are the keys to manage diabetes so that patients can live a relatively normal life. Diabetes can be life-threatening if not properly managed, so patients should not attempt to treat this condition without medical supervision. Treatment of diabetes focuses on two goals: keeping blood glucose within normal range and preventing the development of long-term complications. Alternative treatments cannot replace the need for insulin but they may enhance insulins effectiveness and may lower blood glucose levels. In addition, alternative medicines may help to treat complications of the disease and improve quality of life. References: A. Book Boulton, A. J. and Rayman, G. (2006). The Fact in Diabetes. West Sussex, England: John Wiley and Sons Limited. RD 563 B6 2006. Unger, U. M. D. (2001). Diabetes Management in Primary Care. Philadelphia, USA: Lippincott Williams and Wilkins a Wolters Kluwer Business. RC 660 U5 2007. Schwarts, S. L. (1989). Management of Diabetes Mellitus. Texas, USA: Essential Medical Information System, Inc. MS616 462 sch1m 1989. Drum, D. and Zierenberg, T. (2006). The Type II Diabetes Sourcebook. New York, USA: The McGraw-Hill Companies, Inc. 616 462 D8447 2006. Frost, G. and Moses, R. (2003). Nutritional Management of Diabetes Mellitus. West Sussex, England: John Wiley and Sons Limited. 616.4620654 F92n 2003. Parriesh, D. and Machado, A. C. (2006). Healing Gourmet eat to beat Diabetes. New York, USA: Medical Meals, Inc. 616.4620654 d197H 2006. B. Article Pultante, Jr. Diabetic Foot Care, Manila Bulletin, (August 17, 2002). p.11-13. Gonzales, Dr. Eduardo G. Diabetes Mellitus, Manila Bulletin, (August 23, 2005). p. C-4 Ramirez, Carlo Gerando. Therapy Option for Type I Diabetes, Manila Bulletin, (February 25, 2002). p. 1 Mercado, Charmaine. How to Help a loved one with a medical condition, Health Today, (December 2003). p. 50-51. Tacio, Elena D. Diabetes: Hidden Epidemic, Philippine Panorama, (August 3, 2003). p.19 Sy, Gary S. What is Diabetes Mellitus?, Manila Bulletin, (August 21, 2002). p.11-12. Mamanglu, Shianee. Juvenile Diabetes cases rising in RP, Manila Bulletin, (March 28, 2000). p.23. Gonzales, Eduardo G. A Primer on Diabetes Mellitus, Manila Bulletin, (July 16, 2007). p. C-5. Fox, Maggie. New drug study raises worries, Manila Bulletin, (May 23, 2007). p.11, B-12. Sy, Gary s. Understanding Diabetes and its Complications, Manila Bulletin, (January 25, 2008). p.11, B-18. Lopez, Estrellita. Diabetes and Diet, Life Today, (June 2001). p.15. Tacio, Henrylite D. Taking Diabetes More Seriously, Manila Bulletin, (October 21, 2003). p.32-33. Lansang, Segundo L. Diabetes, A Brief History, Life Today, (June 2001). Calcimon, Nerissa V. Nature of Diabetes, Life Today, (June 2001). Lopez, Estrellita. Treatment of Diabetes, Life Today, (June 2001). Salazar, Tessa R. 2-M-1 Pill for Diabetes, Philippine Daily Inquirer, (April 22, 2006). p. B-6. Puyalte, Jose.Now that youre Diabetic, Womens Journal, (April 9, 2001). p.11. Moseh, Terry L. WHO: Diabetes, a health threat, Manila Bulletin, (November 27, 2005). p.H-2. Gomez, Ma. Congee S. Beware: Diabetes the New Health Scare, Womens Journal, (August 24, 1996). p.40-41. C. Electronic Media Manriquez, D.J.: Diabetes Melltus.2008. Diabetes Profile. February 22, 2009 Manzella, D. : Top Warning Signs of Diabetes December 15, 2008. Diabetes Mellitus. P., Erlich H.A ET. Al. The association of class 1 and II alleles with type I diabetes among Filipinos June 2002. Diabetes rising among Filipinos. February 22, 2009. http://article.wn.com/view/2008/11/11/Diabetes_rising_among_Filipinos Philippine Inquirer  ¶ Diabetes Mellitus Case Study. May 15, 2008. http://nursinocrib.com/diabetes_mellitus_case_study Treatments for Diabetes Alternative. Medicine February 22, 2009http://www.shirleys_wellness_cafe.com/diabetes.htm. Diabetes Mellitus. Februaty 22, 2009. www.diabetes center.org.ph/?fid=education Februaty 22, 2009

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.

The Insider Secrets for Papers for Sale Online Sites Revealed

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Short Story - 1142 Words

One day before Brians scheduled arrival, I left New York. I knew the first thing Brian would do the instant his plane landed in New York was come straight to my apartment. Not ready to face him, I did what any women in my position would have done. I packed the essentials and went home. I used the excuse of my fathers estate to avoid an argument. At the same time, I left my mother behind and told her of my travel location. I also told her I would be gone for two weeks. Fortunately, one of the kids she raised invited her over for a visit and she accepted. Then, I contacted Brians secretary and informed her of my plans. By the time I landed in Key West it was one in the afternoon. John Prescott was at the airport terminal. To say I†¦show more content†¦Hi Aunt Georgia! Sorry I didnt... But instead of my Aunt, a very angry Brian Ross interrupted my greeting. Why didnt you tell me you were taking my daughter to Florida? You know our agreement stipulate that you must run any plans involving Beatrice by me. Not only did I text you, but also contact your secretary. You never replied to any of my text. That is not how thing are supposed to work, Isabel. Your text only mentioned the amount of days you will be out of town, not where you were going. You found me just fine. I am sure your secretary informed you of my whereabouts. It was a lucky guess. After being gone for a week, I wanted to see my daughter. You are being unfair. Taking a deep breath to calm myself, I replied, Brian, for the past year I have to deal with an unplanned pregnancy, your ex-fiancà ©es baby news, visits from your lawyers, my father’s death and finding out I have a mother. I need a break from my life. However, I cannot take one because I have to deal with my father’s estate. I am begging you. Please allow me this time away. I know you want to see Beatrice, but I need to be alone. I was in Italy for one week, Isabel. Isn’t that enough time? No. Please Brian. Give me one week with Beatrice. The line was silent. Hello. I said wondering if he was still on the phone. Do you need me? I can be thereShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events